Dewi Aria, Eva Nurdiana, Didi Sukyadi, Pupung Purnawarman
MCA as a PISA-inspired test is seen as a more holistic assessment to improve the quality of Indonesian education. MCA is mired in controversy as it is planned to replace the 2021 National Examination. Although some research explores MCA, no studies have precisely surveyed secondary teachers' perceptions of it. This study aimed to reveal the teachers' perceptions and teaching strategies to prepare their students in MCA through an explanatory sequential design. 72 EFL secondary teachers working at private and public junior and senior high schools in Indonesia participated in this study. The data was gathered in two phases; a survey through distributing a questionnaire and an unstructured interview. The quantitative data were analyzed using statistical analysis (SPSS), while the qualitative data were analyzed using thematic data analysis. This study revealed that teachers were optimistic about implementing MCA, with most teachers supporting that MCA is an accurate indicator to enhance school's quality and improve teaching and learning and be valid and reliable. As a recommendation, future research could involve a higher number of participants and needs to be directed to explore deeply to find the relationship between teachers' teaching methods and students' results in MCA. © 2023 Author(s).
Department of English Language Education, Indonesia University of Education, Jl. Setiabudhi No. 229 Bandung, Jawa Barat, 40154, Indonesia
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